The practice of inclusion, even the term itself, has been the subject of controversy over the last several decades. "Inclusion" has many interpretations, depending upon the student, educator, and setting. In my dissertation, I sought to find answers from parents and educators' regarding their perceptions on including young children (4-7) with high functioning autism in general education settings through their unique experiences. This qualitative study aimed to describe the successes, challenges, differences, and commonalities of each case using multiple-case study design. Purposive sampling was used to identify participants. Data were collected through semi-structured interviews with the parents of young children with HFA and their educators (general and special education teachers). A cross-case analysis method was used to analyze the data. Data were confirmed using methods of triangulation, respondent validation and member checking.

The results of the study indicated that parents and educators had more commonalities than differences. Four major themes emerged from the parents' perceptions: (1) social gain, (2) supportive team and classroom environment, (3) quality of services and interaction with peers, and (4) services. Another four themes emerged from the educators' perceptions: (1) educators' preparedness and willingness to include children with ASD in the general education classrooms, (2) children's gains in social interactions, (3) peer awareness/acceptance, and (4) administrative/school support.

Parents and educators shared similar goals for their children and students with ASD. However, their shared experiences suggested their interactions often involved conflict. Results of this research study can be utilized by parents, educators, school administrators, and institutions for higher education to create professional development programs that focus on collaboration, partnership, and strategies for inclusive practice. Implications for practice and recommendations for future research are presented.